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Enhancing clinical learning in the workplace: a qualitative study

Research output: Contribution to journalArticle

  • K Magnier
  • R Wang
  • V H M Dale
  • R Murphy
  • R A Hammond
  • L Mossop
  • S L Freeman
  • C Anderson
  • M J Pead
Original languageEnglish
Pages (from-to)682
JournalVeterinary Record
Volume169
Issue number26
DOIs
DatePublished - 2013

Abstract

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

    Research areas

  • Models, Educational, Clinical Competence, Animals, Learning, Humans, Education, Veterinary, Interviews as Topic, Data Collection, Workplace, Clinical Clerkship, Students

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